INTEGRATION AND REGULATION MATTERS IN EDUCATIONAL TRANSITION: A THEORETICAL CRITIQUE OF RETENTION AND ATTRITION MODELS     

by Hilary  McQueen 《British Journal of Educational Studies》2009,57(1):70-88

ABSTRACT: This paper examines the appropriateness of models developed to understand why students do or do not complete their courses in higher education. It is suggested that emphasising integration above regulation has taken attention away from a possible anomic interpretation. A more contextualised, nuanced and psychosocial approach to understanding student participation and retention is needed to address difficulties and inequalities in the transition to higher education.  相似文献   

刍议知识管理及其体系框架   总被引：37，自引：2，他引：35  

朱祖平 《科研管理》2000,21(1):19-25

随着知识经济的来临,知识管理已日益受到人们的重视。本文论述了知识、知识管理的基本含义,分析了知识管理的两个基本要素即知识创新和知识共享,阐述了知识管理的基本手段,最后提出了知识管理的体系框架。  相似文献   

吗啡、食物诱导的条件性位置偏爱获得与保持的比较     

李勇辉  郑希耕  鞠平  刘杰  杨晓燕  隋南 《中国科学院大学学报》2005,22(4):467-471

应用条件性位置偏爱模型研究了大鼠吗啡与食物条件性位置偏爱(CPP)获得与保持的差异,结果发现,经过6轮训练后吗啡与食物都形成相同程度的条件性位置偏爱;但5次熄灭测试后吗啡的条件性位置偏爱程度没有明显的消退,而食物的条件性位置偏爱明显消退.表明经过充分训练后吗啡与食物奖赏记忆的获得没有显著差异,但吗啡奖赏记忆保持时间更长.成瘾药物所产生的奖赏记忆的长久性可能是成瘾长期性的重要原因之一  相似文献   

Effectiveness of grade retention: A systematic review and meta-analysis     

《Educational Research Review》2021

Research on the effectiveness of grade retention has a long history, yet, has seen an upsurge during the last decade. In this study, we review 84 recent, methodologically sound studies estimating effects of retention in grades K-12 on repeaters' and nonrepeaters' development, in a variety of countries across the world, disentangling grade and age comparison results. Based on vote counting analysis and three-level metaregression analysis we find grade retention to have an average zero effect, indicating that repeaters and non-repeaters seem to show a similar development, on average. At the same time, we find grade retention effects to differ according to some specific effect and study characteristics. More specifically, grade retention seems less effective in countries applying a mixture of grade retention and tracking to tackle student heterogeneity, and when repeaters are compared with non-repeaters of the same age. Conversely, grade retention seems more effective in countries using strategies such as ability grouping, setting, and streaming to deal with student heterogeneity. Positive effects also seem to arise when studying students' psychosocial functioning, when investigating short-run effects, when comparing repeaters with their younger non-retained grade-mates, and when evaluating effects via a regression discontinuity method.  相似文献   

Next generation mentoring: Supporting teachers beyond induction     

《Teaching and Teacher Education》2018

Mentoring teachers during the induction years has long been recognized as a powerful means to support and acclimate new teachers to the profession. Once the induction years are over however, mentoring is rarely offered for experienced educators. Additionally, teachers in their mid to late career stages often find professional development poorly suited to their interests or needs. As a result, frustration, cynicism, early attrition, and ‘burnout’ occurs.This study explores the perceptions of 20 experienced teachers in order to understand their professional needs and their perceptions about being mentored. Recommendations for the design of post induction mentoring programs are offered to schools looking to retain experienced teachers and inspire them for a full career of teaching.  相似文献   

Books,Bytes, and Buildings: The Academic Library's Unique Role in Improving Student Success     

Amanda Nichols Hess  Katie Greer  Shawn V. Lombardo  Adriene Lim 《图书馆管理杂志》2015,55(8):622-638

Student persistence and completion are paramount in higher education, and institutions are employing targeted programs and initiatives to address these concerns. The academic library can play an especially important role in these efforts, given its unique interdisciplinary mission and its integrated instructional programs. With a foundation in both higher education and library and information science literatures, this article describes how one academic library engaged in cross-campus programs, partnerships, and initiatives to contribute to student success efforts. Other libraries may find these examples useful as they consider how to frame their work in the context of their institutions’ student persistence efforts.  相似文献   

The development and validation of an instrument assessing student-institution fit     

Nida Denson  Nicholas Bowman 《Assessment & Evaluation in Higher Education》2015,40(8):1104-1122

While past research has focused on how student background characteristics and university experiences predict student retention and achievement, very few studies have examined the role that student-institution ‘fit’ might play in this process. In this study, we developed and validated a student-institution fit instrument that assesses the correspondence between student and institutional characteristics. We then examined the extent to which student-institution fit and friendship groups predict indicators of student success (e.g. academic adjustment and disengagement), which in turn predict future intentions. Using independent samples of undergraduate students from two Australian universities, exploratory and confirmatory factor analyses provide evidence for a unidimensional model of student-institution fit. Moreover, structural equation modelling analyses indicate that student-institution fit predicts greater academic adjustment and less disengagement, which in turn predict intentions regarding retention, transferring to another university, and changing major or career choice.  相似文献   

Contribution of a professional development programme to the quality and retention of teachers in an urban environment     

Lisa Gaikhorst  Jos J. Beishuizen  Bonne J.H. Zijlstra  Monique L.L. Volman 《欧洲师范教育杂志》2015,38(1):41-57

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were used. The results showed a significant effect of the programme on teacher knowledge and self-efficacy. Furthermore, teachers greatly appreciated the programme and they perceived a positive impact on their competences, self-efficacy and professional orientation. The opportunity to share experiences within a network of teachers was considered the most valuable element of the programme.  相似文献   

Considering student retention as a complex system: a possible way forward for enhancing student retention     

Jonas Forsman  Maartje van den Bogaard  Cedric Linder  Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255

This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention.  相似文献   

From attrition to retention: a narrative inquiry of why beginning teachers leave and then rejoin the profession     

Gary James Harfitt 《Asia-Pacific Journal of Teacher Education》2015,43(1):22-35

The issue of beginning teachers leaving the profession in the first few years of their career represents a global problem, and while discrepancies exist over precise numbers, there is consensus that the attrition rate of new teachers is high. This paper reports on a narrative inquiry into two beginning teachers who left the profession after just 1 year of practice, only to return 2 years later. By examining this continuum from attrition to retention through the lens of the two teachers’ narrative accounts it is possible to gain some insights into how new teachers’ personal and professional landscapes intertwine. Findings reveal that these beginning teachers’ experiences of their school contexts combined with their personal stories in the first year of practice shaped their professional identity culminating in them leaving and then rejoining the teaching fold. Insights gleaned may have significant implications for beginning teachers, school leaders, teacher education institutions, and policy makers.  相似文献